高中英语外研版必修5 Module 1 British and American English教案+课件+课本录音

Module 1 British and American English
I. 模块教学目标
技能目标Skill Goals
▲ Talk about varieties of English
▲ Practise giving reasons
▲ Review of verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect
▲ Identify a variety of English
▲ Write about the Chinese language
II. 目标语言
功 能 句 式
Practise giving reasons
I like Leeds because there’s more going on here than back home in the States.
Since English is spoken all over the world, there are lots of varieties.
As I was the only British person in the school, they made a fuss of me.
I’m getting on just fine, now that I understand the local accent.
Everyday English
How are you getting on?
I don’t get it.
... get used to ...
That’s a good point.
... make a fuss of ...
词 汇
1. 四会词汇
adopt, combination, compare, confusing, dimension, distinctive, elevator, exchange, flashlight, graduate, international, lift, line, lorry, obvious, omit, packet, pavement, petrol, preposition, queue, reference, remark, remove, represent, settler, simplify, slight, standard, steadily, sidewalk, torch, variety
2. 认读词汇
linguist, accent, motorway, underground, subway, differ, variation, satellite, flick, witch, structure, rapidly, announcement, linguistics, edition, cute, add, attempt, look, criticise
3. 词组
have ... in common, make a difference, get around, be similar to, have difficulty (in) doing sth., lead to, in favour of, refer to ... as ..., thanks to
4． 重点词汇和短语
adopt, compare, confusing, remark, remove, represent, simplify, have ... in common, make a difference, get around, be similar to, have difficulty (in) doing sth., lead to, in favour of, refer to ... as ..., thanks to
语 法
Review of verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect
The British say Have you got...? While Americans prefer Do you have...?
Some experts believe that two varieties are moving closer together.
Many factors have had an influence on American pronunciation.
Some people now believe that British English will disappear.
In the future, there are going to be many “Englishes”.
Look! The man is filling his automobile with gas.
重 点 句 子
1. The accent, which is most similar to British English, can be heard on the East Coast of the US.
2. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.
3. For Americans things are a little bit easier, thanks to the work of Noah Webster, a teacher who graduated from Yale University in 1778.
Ⅲ. 教材分析与教材重组
1. 教材分析
本模块以British and American English为话题，从听说读写等方面谈论了英国英语和美国英语的异同，并对英语的发展趋势作了概括。文中最后总结不论讲哪种英语，沟通交流是目的，只要人们相互理解，哪种英语都不重要，所以将来会有很多种英语，而不是只有英国英语和美国英语。
1.1 INTRODUCTION 通过谈论英语的发展和两篇email来区分英美英语，为本模块的学习奠定了良好的基础。
1.2 READING AND SPEAKING介绍英美英语的区别及英语的发展趋势。
1.3 VOCABULARY介绍了英美英语在词汇方面的区别。
1.4 GRAMMAR 复习英语动词时态：一般现在时、现在进行时、一般将来时和现在完成时。
1.5 VOCABULARY AND LISTENING要求学生讨论交流学生在生活及学习中可能遇到的问题，然后听一段交流学生谈论不同英语对他们的影响及英语的发展趋势的听力材料并回答问题。
1.6 EVERYDAY ENGLISH 是对一些英语习惯用语的理解练习。
1.7 FUNCTION练习使用because, since / as 和now that句型来说明原因。
1.8 SPEAKING AND WRITING要求学生通过小组活动，辩论学习哪一种英语（British, American or World English）是最好的。写作部分要求学生根据提示写一篇介绍汉语的文章。
1.9 CULTURAL CORNER 是一篇关于韦氏简化英语拼写的文章，鼓励学生找出韦氏编写词典的原因，并且比较韦氏工作与汉语简化的相似之处。
1.10 TASK 要求同学们上网通过对The Guardian (www.guardian.co.uk) 与USA Today ( www.usatoday.com) 相同话题文章的对比，找出英美英语的不同。
2. 教材重组
2.1 将INTRODUCTION与VOCABULARY及WORKBOOK中 的Vocabulary整合在一起上一节“词汇课”。重点介绍英美英语在词汇方面的不同，为学习课文打下基础。
2.2 把READING AND SPEAKING及其后面的练习题整合在一起上一节“阅读课”。
2.3 把GRAMMAR和WORKBOOK中的Grammar整合在一起上一节“语法课”。
2.4 将VOCABULARY AND LISTENING，EVERYDAY ENGLISH, FUNCTION和WORKBOOK中的Listening and speaking 结合在一起，上一节“听说课”。
2.5 将CULTURAL CORNER 和SPEAKING AND WRITING 设计为一节“综合课（一）”。
2.6将TASK,WORKBOOK的Reading和 Speaking and writing 设计为一节“综合课（二）”。
3. 课型设计与课时分配（经教材分析，本模块可以用6课时教完。）
1st Period Vocabulary Building
2nd Period Reading
3rd Period Grammar
4th Period Listening and Speaking
5th Period Integrating Skills (I)
6th Period Integrating Skills (II)
IV. 分课时教案
The First Period Vocabulary Building
Teaching goals 教学目标
1. Target language目标语言
重点词汇和短语
accent, linguist, have ... in common, make a difference
2. Ability goals能力目标
Enable students to memorize some common words which are different in American and British English so that they can tell British English from American English.
3. Learning ability goals学能目标
By comparing two emails, students will learn some differences between British English and American English.
Teaching important points教学重点
Some common words which are different in American and British English.
Teaching difficult points 教学难点
How to memorize the common words which are different in British English and American English.
Teaching methods教学方法
Explaining and practising.
Teaching aids教具准备
A projector and a computer.
Teaching procedures & ways教学过程与方式
Step I Lead-in
T: Good morning / afternoon, class!
Ss: Good morning / afternoon, Mr / Ms...
T: What is the most widely spoken language in the world?
Ss: English.
T: Quite right. Now look at the map of the world, you will find how widely English is being used as an official language.
Show the following map on the PowerPoint.
Step II General knowledge on Englishes
In order to stimulate students’ interest, give them a quiz.
T: From the map, we know that many people are speaking English all over the world. Do you think they are speaking the same English?
Ss: Of course not.
T: How much do you know about different Englishes, boys and girls? Now let’s do a quiz on varieties of English. It doesn’t matter if you don’t know the correct answer. You may work in groups and a few minutes later we will check the answers together.
Show the following on the PowerPoint.
Do you know Englishes? A quiz on varieties of English
Multiple-choice exercise
1. American English and British English spell some words differently. All these words are spelt the British way except one. Which one is spelt the American way?
a. colour b. mustache c. traveller d. tyre
e. organisation
2. Bob Marley is from Jamaica, an English speaking country in the Caribbean. One of his songs is called No Woman, No Cry. This is Caribbean English. What would the translation be in Standard English?
a. If you don’t have a woman, you don’t cry.
b. I don’t have a woman and I am crying.
c. Don’t cry, woman.
d. Women don’t cry.
e. The woman is crying.
3. Which country does NOT have English as an official language? （note: there are three correct answers here）
a. Pakistan b. Bangladesh c. India d. Japan
e. Sri Lanka
4. There is a type of accent called RP. RP means Received Pronunciation. Which of the following English people speak with an RP accent?
a. Prince Charles b. Robbie Williams
c. Paul McCartney d. Tony Blair
e. David Beckham
5. In what country might you hear the following expression: “Goodday!”?
a. The United States b. Australia c. Canada
d. England e. South Africa
6. Which of the following signs would you see in San Francisco, USA? (Note: there are two correct answers here)
a. Subway tickets available here.
b. Ask your waiter for the check.
c. Nappies and baby clothes on sale!
d. Telephone box.
e. Elevator is out of service.
7. Kofi Annan, the UN General Secretary, is from an English speaking country in Africa. Which country is he from?
a. South Africa b. Nigeria c. Zambia d. Ghana e. Zimbabwe
Sample answers:
1. b
For a, c, d and e, Americans spell them color, traveler, tire and organization.
2. c
3. b, d and e
4. a
RP is considered by many to be the accent of the elite. But actually very few English people speak with an RP accent now.
5. b
It is an informal way of saying Hello in Australia.
6. a and e
Subway is an American word. In Britain people say tube.
In America, people ask the waiter for the bill.
Nappies are diapers in American English.
In American people call it a telephone booth.
In Britain, an elevator is called a lift.
7. d
Step III Introduction
T: After learning some information about Englishes, let’s hear recordings of accents from around the English speaking world.
Click on any of the flags below to hear recordings of accents from around the English speaking world.


T: After hearing the recordings, what would you like to say?
S: Different people speak English with a different accent.
S: I think American English sounds more beautiful.
S: ...
T: So we can get the conclusion that since English is spoken all over the world, there are lots of varieties. But what are the two main varieties?
Ss: British English and American English.
Show the symbols of the two countries on the PowerPoint.

Step IV Vocabulary
T: In this class we are going to learn some common words which are different in American English and British English. Here is the list. I hope the vocabulary list will help you know some of the differences between American English and British English.
Show the following on the PowerPoint or print it out as handouts for the students.
American English
British English
apartment
flat
argument
row
baby carriage
pram
band-aid
plaster
bathroom
loo or WC
can
tin
chopped beef
mince
cookie
biscuit
corn
maize
diaper
nappy
elevator
lift
eraser
rubber
flashlight
torch
fries
chips
gas
petrol
guy
bloke, chap
highway
motorway
license plate
number plate
line
queue
mail
post
motor home
caravan
movie theater
cinema
pants
trousers
parking lot
car park
period
full stop
pharmacist
chemist
potato chips
crisps
rent
hire
sausage
banger
sidewalk
pavement
soccer
football
sweater
jumper
trash can
bin
truck
lorry
trunk (car)
boot
vacation
holiday
vest
waistcoat
windshield (car)
windscreen
zip code
postal code
T: Open your books at page 4. Let’s do the vocabulary exercises. You may work in pairs. Three minutes later exchange your answers with your neighbour pair. After that we will check the answers with the whole class.
After checking the answers, go on with the vocabulary exercises in the WORKBOOK.
Step V Vocabulary (WORKBOOK)
T: OK, let’s come to the vocabulary exercises in the WORKBOOK. Work in groups to do Exercise 5. First match the British English words with the American English words. Then each member makes a sentence using any of the given words, the other members are required to judge which English he or she is speaking.
After dealing with Exercise 5 in this way, ask 5 pairs of students to speak out the sentences in Exercise 6, one in British English and the other in American English. Suppose 5 students are from the US, while the other 5 from the UK. The rest of the class will guess which country he or she comes from after hearing his or her sentence.
As for Exercises 7 & 8, students will be asked to do the exercises individually. Five minutes later check the answers with the whole class. Show the answers on the PowerPoint. Make sure every student knows the correct answers so that they can use these words correctly.
Step VI Practice
Ask the students to read the two emails on page 1 and decide which writer is American.
T: Ok, let’s come to the emails on page 1. Read the emails and say what the writers have in common.
S: They are both exchange students. They both write to their mothers and ask their mothers to write back.
T: Good. Then what do they think of the local accent? Do they have the same feeling?
S: Callum says that the accent isn’t going to be a problem while Samantha thinks that the local accent is very different from hers.
T: What have you found about their using of words and expressions?
S: They use words with same meanings but different spellings.
T: Can you come to the Bb and list them out?
A sample list:
callum
Samantha
programme, theatre, realise
program, theater, realize
T: Any other difference?
S: They use different vocabulary to express the same meaning. For example, “hi there” and “hi”; “write to me” and “write me”; “use email address” and “email”.
T: Now decide which writer is American?
S: I think Samantha is American.
Sum up the differences.
T: OK, everyone! So far in this class we’ve done some vocabulary exercises and checked two emails. From these we have learned some differences between British English and American English.Let’s sum up what the differences are.
Ss: They are different in vocabulary and spelling.
T: Quite good! Americans sometimes omit prepositions (Write me when you have a moment). Though they have some differences, they are still a common language. Some people focus on the differences, while some on the common things. Now let’s come to Exercise1, some quotations on English.
After doing Exercise 2 on page 1, continue with Exercise 1. Let students work in groups and discuss the questions together. They are encouraged to think actively and speak out their own opinions.
Sample answers:
1. The topic of the quotations is British English and American English.
2. a is the most optimistic.
3. b is the most pessimistic.
4. b is funny. It is a little bit exaggerated.
5. d is a good news for students of English.
6. I guess quotations a and c are from British people.
Step VII Homework
1. Go over the vocabulary in Module 1.
2. Try to memorize the given words which are different in American English and British English.
The Second Period Reading
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
obvious, confusing, compare, omit, variety, differ, steadily, get around, be similar to, have difficulty (in) doing sth.
b. 重点句式
The accent, which is most similar to British English, can be heard on the East Coast of the US.
A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker.
2. Ability goals 能力目标
Learn about the differences between British English and American English and the development of English.
3. Learning ability goals学能目标
By comparing the differences between American English and British English, students will be consistent in their preference of English, either American English or British English.
Teaching important & difficult points教学重难点
The differences between British English and American English.
Teaching methods教学方法
Listening, reading and discussing.
Teaching aids 教具准备
A tape recorder, a projector and a computer.
Teaching procedures & ways 教学过程与方式
Step I Revision
Check the homework.
T: Good morning / afternoon, class!
Ss: Good morning / afternoon, Mr / Ms...
T: What did we learn yesterday?
Ss: Some differences between British English and American English.
T: What are they?
Ss: They are different in vocabulary and spelling.
T: Who can give us some examples?
S: Sidewalk is American English. In Britain people say pavement.
S: Americans spell program while British spell programme.
S: Americans spell theater while British spell theatre.
S: Americans sometimes omit prepositions. For example, “Write me when you have a moment.”
...
T: I’m glad you’ve done a very good job. This class we are going to learn more about British English and American English. Before starting the text, please work with your partners and do Exercise 1 on page 2: Check the true statements.
Step II Reading
Deal with the reading passage.
Scanning
Ask the students to scan the text and find the differences between American English and British English.
T: First I’d like you to do scanning and then finish the form with the information you get from the text. After you finish, please compare it with your partner’s.
Show the form on the PowerPoint.
Differences (in)
American English
British English
automobile, freeway, gas
car, highway, petrol
Grammar
Several minutes later, let the students compare their information with each other in pairs. Then show the following form on the PowerPoint.
Differences (in)
American English
British English
Vocabulary
automobile, freeway, gas
car, highway, petrol
Grammar
Do you have...?
Write me soon!
Have you got...?
Write to me soon!
Spelling
center, color, program
centre, colour, programme
Pronunciation
accent on the East Coast
New York accent
London accent
Glasgow accent
T: From this form we can have a clear image of the ways in which British English and American English are different. Let’s come to Exercise 3 on page 3.
Skimming
Ask the students to skim the text and then finish Exercise 4 on page 3.
T: Look at the questions first. Then skim the text to find the answers.
Then check the answers with the whole class.
Step III Explanation
During this procedure, play the tape for the students. Ask them to underline the difficult sentences. After the students listening to the tape, explain the text and deal with some language problems.
T: Now we will deal with some difficult language focuses. Now I will play the tape for you. Please make a mark where you have difficulties.
After listening to the tape.
T: Do you have any difficulties with the text？
S: Could you please explain the sentence to us: But it has also led to lots of American words and structures passing into British English, so that some people now believe that British English will disappear.
T: We can understand it like this: Lots of American words and structures have been brought in with the help of the non-stop communication, so some people are worried that British English will disappear. This sentence implies that American English is simpler and the US is much more influential. So American English is more popular. Just like the Chinese language, more and more people are learning Chinese, because our country is becoming stronger and stronger. Maybe in the future Chinese will become many countries’ official language. Do you have any other questions?
Ss: No.
Step IV Analyzing the text
Help the students analyze the structure of the text. Ask the students to discuss in groups and later each group will be asked to speak out their opinions. After that, show the sample answers on the PowerPoint.
T: OK. Let’s read the text again. Please look at the structure of the text and find out its writing style. You may discuss it in groups. You are given 5 minutes.
5 minutes later.
T: Please stop here. I’m glad you thought actively and had a heated discussion. What is the topic of the text? What is the text about?
S: The English language.
S: The text compares British English with American English. It introduces the differences between British English and American English.
S: It tells in the future there are going to be many Englishes.
T: Quite good. This text is an expository writing. It compares British English with American English. The paragraphs below the first four headings introduce the differences between British English and American English in four ways. From them we can learn the differences in vocabulary, grammar, spelling and pronunciation. The last heading tells us the development of English. Some people believe that British English will disappear while the international dimension suggests that in the future there are going to be many Englishes.
Show the following on the PowerPoint.
Part 1 (the first four headings)
Differences between British English and American English in four ways: vocabulary, grammar, spelling and pronunciation.
Part 2 (the last heading)
The development of English:
Some people believe that British English will disappear while the international dimension suggests that in the future, there are going to be many Englishes.
T: Now let’s come to Exercise 5 on page 3. Discuss our language — Chinese.
Step V Discussion
Divide the students into different groups and ask them to discuss the questions in Exercise 5 on page 3. They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinions.
Sample answers:
1. There are 2 main varieties, Mandarin and Cantonese.
2. They are different in pronunciation.
3. Yes, they do. People from different regions speak with different accents. Some accents are quite different from others, and you may find you don’t understand even a word of a person from some region.
4. I think more and more foreigners will learn Chinese and Chinese will be one of the most widely used languages in the world. It is also possible that Chinese will be the official language in many countries.
Step VI Homework
Pick out the verb forms in the text.
The Third Period Grammar
Teaching goals 教学目标
1. Target language目标语言
Learn the grammar — verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect
2. Ability goals能力目标
Enable the students to use the verb forms freely.
3. Learning ability goals学能目标
Help the students learn how to use verb forms freely.
Teaching important points教学重点
The differences between present simple and present continuous.
Teaching difficult points 教学难点
How to use present perfect properly.
Teaching methods教学方法
Explaining and practising.
Teaching aids教具准备
A projector and a computer.
Teaching procedures & ways教学过程与方式
Step I Revision
Ask the students to pick out the verb forms used in the text. Then sum up the following verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect.
Step II Grammar
Deal with Exercise 1 on page 4. From this exercise, the students will have a better understanding of the meaning of each verb form.
Show the following on the PowerPoint.
Meaning of each verb form:
Present Simple
Habitual or repeated action
Scientific fact / thing generally accepted as true
Present Continuous
Action in progress at this moment
Action in progress through a period of time including the present
Present Perfect
Past action or state which is connected to the present in some way
Future Reference
Predictions and expectations
“Be going to” is usually used to talk about an intention or plan. It is usually used to make a prediction about immediate future.
for and since with Present Perfect
Use the present perfect with for, since to talk about actions and states that began in the past and continue to the present. These time expressions of duration tell how long the action or state has been lasting. For tells the length of time. (For can sometimes be omitted.) Since tells the beginning of the time period.
Step III Practice
Deal with the grammar Exercise 2 on page 4. Let the students do the exercise individually first, then they will discuss why they choose the verb form. Check the answers with the whole class.
Deal with the grammar Exercises 3-4 on page 5 in the same way.
Step IV Discussion
For Exercise 5, divide the students into different groups and discuss the future of English. Then complete the sentence in Exercise 5. Ask the students to make use of future reference.
Sample sentences:
In the future, English is going to be spoken by more and more people.
In the future, English is going to be one of the official languages in China.
In the future, English speakers of different varieties won’t find it difficult to understand each other.
Step V Practice (WORKBOOK)
Deal with the grammar exercises in WORKBOOK. The students are encouraged to tell the reasons why they choose the verb form.
If time is enough, deal with Exercise 2 as a game.
In order to stimulate the students’ interest, deal with Exercise 2 as a game. Make multiple copies of this exercise or add more sentences.(Teacher may also ask the students to write sentences or pick from the text and cut them and then distribute them to their classmates.) Cut the exercise into pieces, divide the students into pairs or groups, and give each pair / group a complete set of all the sentences to match. Distribute one card per student. The students should walk around the room and find the answer to their sentences. Combinations must be grammatically correct and logical. Remind the students that they should pay attention to punctuation. Once they have found their matches, ask each pair to read their sentence and identify both the timeframe and the tense(s) used. If necessary, emphasize any tricky grammar structures.
Step VI Homework
Go over the grammar points in this module.
Sum up the phrases used to give advice.
The Fourth Period Listening and Speaking
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
announcement, linguistics, edition, cute, get used to something, so far, a couple of, wear off, pick up (an accent), make a fuss of someone
b. 重点句式
I like ... because...
Since English is spoken all over the world,...
As I was the only British person in the school,...
I’m getting on just fine, now that...
2. Ability goals 能力目标
Listen to people talking about problems that exchange students have.
3. Learning ability goals学能目标
Enable the students to learn the problems that exchange students have by listening to some material.
Teaching important points教学重点
Vocabulary and Everyday English.
Teaching difficult points教学难点
How to give reasons by using the patterns in target language.
Teaching methods教学方法
Listening for specific information and role-play.
Teaching aids 教具准备
A tape recorder, a projector and a computer.
Teaching procedures & ways 教学过程与方式
Step I Revision
Check the homework.
Ask some students to make some sentences using different verb forms.
Step II Vocabulary and Listening
After the revision, go on with VOCABULARY AND LISTENING on page 5.
Exercise 1 is a pre-listening exercise. This exercise will help the students understand the problems that the exchange students have in the listening part. As most of the students don’t have the related experience of exchange students’ life, teacher may suggest that they may recall the life when they stayed away from their hometown, esp. where people speak a dialect. The students may have different opinions.
T: Today we shall go on with the topic of English. First let’s discuss what problems that exchange students have. Maybe you don’t have such an experience, but you may experience living away from home, where people speak a dialect. What problems did you have then? For example, you can imagine what problems a Cantonese may have in Beijing, and what problems a Beijinger may have in Guangzhou or Shanghai? Please look at page 5 and number the problems in the order of importance.
After dealing with Exercise 1, continue with Exercise 2 on page 6. The students are required to do this exercise individually. Three minutes later check the answers with the whole class.
Exercises 3-4 are exercises which require the students to listen for main ideas. Before playing the tape, ask the students to look through the questions first. According to the questions, the students may make a prediction to the listening materials. Play the tape again if necessary. Then check the answers with the whole class.
After listening, ask the students to discuss the problems the two exchange students have and talk about the language — English.
Step III Everyday English
Ask the students to get the meanings of the expressions in bold by choosing the correct answers. Then let them create situations in which these expressions can be used. In this way, they will learn to use them freely in daily life.
Step IV Function
Ask the students to pick out the words which introduce reasons in the sentences of Exercise 1 of FUNCTION. Then answer the questions followed and finish Exercise 2.
T: What words do you usually use when you want to give or introduce a reason?
S: Usually we use “because”. For example, “I was late for school this morning because there was traffic jam on my way to school.”
T: Very good. What else can we use to introduce reasons? Turn to page 7 and read the sentences in Exercise 1 of FUNCTION. Pick out the words that introduce reasons.
Ask 4 students to tell the word in each sentence that introduces reason. And write them on the Bb.
Show the following words or expressions on the Bb.
because since as now that
T: Which word do we use more often to introduce a reason?
Ss: Because.
T: Which expression shows that a situation has changed?
Ss: Now that.
T: Which two words often come at the beginning of a sentence?
Ss: Since and as.
T: Good answers. What do these words or expressions have in common except that they all introduce reasons?
S: I find that they are all followed by sentences to give reasons.
T: Correct. That’s the point you should pay attention to. Now complete the sentences in Exercise 2 with the words on the Bb.
Check the answers after the students finish it.
Step V Listening and Speaking (WORKBOOK)
First deal with the listening exercises 13-14 in WORKBOOK. Then ask students to prepare a role-play by following the instructions of Exercise 15. After the role play, ask the students to discuss how to improve their English.
T: Now we will listen to a radio programme. Listen for the first time and try to get the general idea of it.
Play the tape for the first time.
T: Before you listen to it again, read the statements in Exercises 13 and 14 to get the listening points first. Then listen and finish the exercises.
Check the answers after they finish them.
T: Now let’s do a role-play. Work in pairs. You are required to talk about a questions listed in Exercise 15. One will be the caller to the programme, the other presenter. Are you clear? OK, 6 minutes for you.
6 minutes later. Ask two pairs to do the role-play before class.
A sample conversation:
A: Welcome to our programme, Mr...!
B: I am very glad to be here and say something about English learning.
A: First, I am wondering how you can improve your English. Will you give some advice to our English learners?
B: I think the most important thing is to get interested in the language. If you have no interest in it, how can you be expected to learn it well?
A: Since there are varieties of English such as British English, American English, Australian English and so on, which accent should the learners adopt? Which accent do you prefer?
B: It doesn’t make much of a difference whether you speak British English or American English. If people can understand each other, that’s OK. I prefer American English.
A: Why are so many people learning English?
B: The reason is simple. English is becoming official language in many countries. English is also the working language in many international corporations.
A: Last question. Are there many differences between American English and British English?
B: American English and British English are different in several ways. For example, vocabulary, spelling, grammar and pronunciation. But it’s not a problem for people from America and Britain to communicate with each other. Nowadays, the two varieties are moving closer and closer.
A: Thanks for your wonderful explanations and answers.
T: OK, here are some tips from an expert. I hope you will find them useful and put some of them into practice. I’m sure you will make great progress. Good luck to your English studies!
Distribute the following handouts to the students.
How to Learn English!
Here are some tips which may help you to master the English Language!
Speak without Fear
The biggest problem most people face in learning a new language is their own fear. They worry that they won’t say things correctly or that they will look stupid so they don’t talk at all. Don’t do this. The fastest way to learn anything is to do it — again and again until you get it right. Like anything, learning English requires practice. Don’t let a little fear stop you from getting what you want.
Use All of Your Resources
Even if you study English at a language school it doesn’t mean you can’t learn outside of class. Using as many different sources, methods and tools as possible, will allow you to learn faster. There are many different ways you can improve your English, so don’t limit yourself to only one or two. The Internet is a fantastic resource for virtually anything, but for the language learner it’s perfect.
Surround Yourself with English
The absolute best way to learn English is to surround you with it. Take notes in English, put English books around your room, and listen to English language radio broadcasts, watch English news, movies and television. Speak English with your friends whenever you can. The more English material that you have around you, the faster you will learn and the more likely it is that you will begin “thinking in English”.
Listen to Native Speakers As Much As Possible
There are some good English teachers that have had to learn English as a second language before they could teach it. However, there are several reasons why many of the best schools prefer to hire native English speakers. One of the reasons is that native speakers have a natural flow to their speech that students of English should try to imitate. The closer ESL / EFL students can get to this rhythm or flow, the more convincing and comfortable they will become.
Watch English Films and Television
This is not only a fun way to learn but it is also very effective. By watching English films (especially those with English subtitles) you can expand your vocabulary and hear the flow of speech from the actors. If you listen to the news you can also hear different accents.
Listen to English Music
Music can be a very effective method of learning English. In fact, it is often used as a way of improving comprehension. The best way to learn though is to get the lyrics (words) to the songs you are listening to and try to read them as the artist sings. There are several good Internet sites where one can find the words for most songs. This way you can practice your listening and reading at the same time. And if you like to sing, fine.
Study As Often As Possible!
Only by studying things like grammar and vocabulary and doing exercises, can you really improve your knowledge of any language.
Do Exercises and Take Tests
Many people think that exercises and tests aren’t much fun. However, by completing exercises and taking tests you can really improve your English. One of the best reasons for doing lots of exercises and tests is that they give you a benchmark to compare your future results with. Often, it is by comparing your score on a test you took yesterday with one you took a month or six months ago that you realize just how much you have learned. If you never test yourself, you will never know how much you are progressing. Start now by doing some of the many exercises and tests on this site, and return in a few days to see what you’ve learned. Keep doing this and you really will make some progress with English.
Record Yourself
Nobody likes to hear their own voice on tape but like tests, it is good to compare your tapes from time to time. You may be so impressed with the progress you are making that you may not mind the sound of your voice as much.
Listen to English
By this, we mean, speak on the phone or listen to radio broadcasts, audiobooks, CDs or MP3 in English. This is different from watching the television or films because you can’t see the person that is speaking to you. Many learners of English say that speaking on the phone is one of the most difficult things that they do and the only way to improve is to practice.
Finally
Have fun!
Step VI Homework
Find some information on attempts to simplify Chinese.
The Fifth Period Integrating Skills (I)
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
add, present, attempt, simplify, combination, distinctive, look, criticise, standard, reference, in favour of, refer to ... as ..., thanks to
b. 重点句式
For Americans things are a little bit easier, thanks to the work of Noah Webster, a teacher who graduated from Yale University in 1778.
2. Ability goals 能力目标
Help the students to learn about Noah Webster’s contribution to American English.
3. Learning ability goals 学能目标
Encourage the students to think critically why Noah Webster felt that written English in the newly independent United States should have a distinctive “American” look.
Teaching important & difficult points 教学重难点
Help the students learn how to organize their language and write a passage about the Chinese language.
Teaching methods 教学方法
Task-based teaching method.
Teaching aids 教具准备
A recorder, a projector and a computer.
Teaching procedures & ways 教学过程与方式
Step I Lead-in
T: Good morning / afternoon, class!
Ss: Good morning / afternoon, Mr / Ms...
T: Who would like to say something on how to learn English well?
S: Listen to native speakers as much as possible.
S: Do exercises and take tests.
S: Watch English films and television.
S: Surround yourself with English.
...
T: Good. If you listen to news or watch films, you can also hear different accents. When you read, you may come across different varieties of English. Now please open your books and look at page 8. Work in groups and discuss which the best variety of English to learn is.
Step II Speaking and Writing
Divide the students into different groups. They will discuss and decide which the best variety of English to learn is. After they’ve decided, they will present their ideas to the rest of the class. Then the students will vote for the best variety of English to learn. After dealing with Exercises 1-2, continue with Exercises 3-4.
T: Read the notes in Exercise 1 on page 8. Decide which variety of English you would choose to learn, American English, British English or World English? Then get into different groups according to your choices. If you have other choices of variety such as Australian English, that’s OK. Then we will have a debate among different groups.
A sample debate:
A: We think American English is the best variety of English to learn because American English is very popular. Its accent is very pleasant.
B: But British English is the “original” variety of the language, so we choose to learn British English.
C: With the development of society, people from different areas communicate with each other more often than before. Accent is not important if people understand each other. So we choose World English.
A: American culture plays a very important role. Most English language films are American.
B: There are many great writers in Britain. For example, Shakespeare, J.K. Rowling who writes a series of novels on Harry Potter, which are the most popular novels in the world.
A: American English is the variety most used in international business.
C: English doesn’t belong to one group of people. People communicate with each other in English because English is the bridge between them. We need to communicate with non-native speakers as well as native speakers. So we think World English is the best variety of English to learn.
B: We still think British English is. The BBC and many international newspapers use it.
A: VOA is also very influential.
T: Now that you can not persuade each other, each of you has your reasons for your choice. Now let’s vote for the variety of English best to learn.
...
T: So much for the language — English, let’s come to our mother tongue — Chinese. First discuss in groups and decide which is the best title for the paragraph. After this, you will work in groups to write brief notes on the three given topics. You may refer to the brief notes in Exercise 1.
Because of time limit, the students are asked to write the three paragraphs about the Chinese language after class.
Step III Cultural Corner
Get the students read the passage in CULTURAL CORNER and then discuss and answer the following questions in groups.
T: Today we’re going to learn something about a linguist who made great contribution to American English. Who is he?
Ss: Noah Webster.
T: Yes, let’s look at his profile.
Show his picture and profile on the PowerPoint.
Born: October 16, 1758
Place: Hartford, Connecticut
Died: May 28, 1843
Place: New Haven, Connecticut
Noah Webster was a truly remarkable man, shrewd, passionate, learned and energetic, God-fearing and patriotic. He was author of the first American dictionary.
T: Now read the text quickly and discuss the following questions. Seven minutes later, we will check the answers.
Show the questions on the PowerPoint.
1. What was Noah Webster?
2. Why did he feel that written English in the newly independent United States should have a distinctive “American” look?
3. What was his first work?
4. What is Webster best known for?
5. How do you know his dictionary is very important?
Sample answers:
1. Noah Webster was a teacher who graduated from Yale University in 1778.
2. Because he had fought against the British in the Independence war, he loved his own country very much. He wanted his own language different from British English. He believed that America should have its own standards of grammar and spelling, and not be so closely tied to the old British ways. Noah Websters’ texts promoted an American sense of identity, and set the standards for American’s use of the English language as their own, separate from the English language of the British. The spelling, pronunciation, and grammar of the English language in this country became uniquely American as his textbooks were used in schools for nearly 100 years.
3. The Elementary Spelling Book, which suggested simplifying the spelling of English words was extremely popular.
4. American dictionary of the English language, which first appeared in 1828.
5. After it came out, it soon became a standard reference book in the States. Today it is still the number one dictionary for American students.
T: From the text and his profile, we learned that Noah Webster was a truly remarkable man, shrewd, passionate, learned and energetic, God-fearing and patriotic. He was called father of the American dictionary. So that’s why he is still respected over such a long time. Being upright and learned will gain one great respect. We should learn from him. Everyone should love his own country and do something for the country. As students we can introduce our country to people in other parts of the world and we can also encourage them to learn Chinese, because the Chinese language is part of Chinese culture.
Step IV Homework
Finish writing about the Chinese language.
A sample writing:
The Chinese writing system
Chinese characters have a very long history. Their earliest known form, found on ‘oracle bones’ dating back over 3,000 years, was already a fully developed system of writing. The current form of the characters, based on brush and ink, dates from the fourth century AD.
Around 50,000 characters are actually in use in the modern language. Most people know about 20,000 to read books and newspapers.
Chinese is written with characters known as 漢字 [汉字] (hànzi). Most characters have elements of meaning and information about pronunciation. The characters were originally pictures of people, animals or other things but over the centuries they have become increasingly stylised and no longer resemble the things they represent. Many of the characters are actually compounds of two or more characters.
Varieties of Chinese
The better-known and most distinct minority dialects include those spoken around China’s coastal fringes, such as Shanghainese（Shanghai hua）, Fujianese （Minnan hua） and Cantonese （Guangdong hua）, though even within the areas covered by these dialects you’ll find huge local divergences. All varieties of Chinese are tonal. This means that each syllable can have a number of different meanings depending on the intonation with which it is pronounced. For example, Mandarin has 4 tones, Cantonese has between 6 and 9 (it depends who you ask) and Taiwanese has 7 tones. The major varieties of Chinese are mutually unintelligible, but most people in China and Taiwan who don’t speak Mandarin as their first language, can speak or least understand it. However in Hong Kong and Macau few people speak Mandarin, so they tend to use English to communicate with people from other parts of China or Taiwan.
Each of the major varieties of Chinese has numerous dialects. For example, Mandarin can be divided into northern, southern and south-western dialects, which are more or less mutually intelligible. Chinese people from different parts of the country therefore communicate with each other through the common language of Putonghua. Putonghua has been systematically promoted over the past hundred years as the unifying language of the Chinese people.
The Language Today
The Chinese language has become more important globally, and China has also played a positive role in promoting its Chinese. More than 30 million people in the world are learning Chinese as a foreign language through various ways. In the United States, about 24,000 high school students are learning Chinese, while more than one million high school students are learning French.
The Chinese language is also an important part of the human heritage, and the human individuality as well. With China’s rapidly growing economy and increasing international exchanges, value of the Chinese language is rising constantly.
The Sixth Period Integrating Skills (II)
Teaching goals 教学目标
1. Target language目标语言
重点句式
... I haven’t seen much of the world.
New York is five hours behind the UK and I’m not finding it easy to switch to local time.
But in American, they say first floor instead of ground floor...
2. Ability goals 能力目标
Help the students to further understand the differences between America English and British English.
3. Learning ability goals 学能目标
Help the students learn how to judge different varieties of English and write about experiences with language problems.
Teaching important points教学重点
The differences between British English and American English.
Teaching difficult points教学难点
How to be consistent in one’s preference in using English.
Teaching methods教学方法
Listening, speaking, discussing and writing.
Teaching aids 教具准备
A tape recorder, a projector and a computer.
Teaching procedures & ways 教学过程与方式
Step I Lead-in
T: Yesterday we learned about the problems exchange students may have. What is the problem?
Ss: Exchange students may have difficulty in understanding the local language.
T: Quite good. We are going to read the diary of an exchange student, Katy. Let’s find out her few days in New York. Please turn your books to page 69 and read the diaries. Then fill in the form with the information you get from her diaries.
Step II Reading (WORKBOOK)
Deal with Reading on page 69.
Fast reading
Ask the students to read the text fast and give them five minutes to fill in the form.
Name
From
Staying in
For what
on 3rd July
on 4th July
Katy
Five minutes later check the answers with the whole class.
Sample answers:
Name
From
Staying in
For what
on 3rd July
on 4th July
Katy
Perth, Scotland
New York
To study American literature
Difficult to switch to the local time; got the wrong food; went into a wrong room
Couldn’t understand the waitress; felt at home; happy
Careful reading
This time play the tape for the students to listen. Ask them to read the diaries carefully to make sure they understand the diaries fully. Then deal with the exercises on page 70. After checking the answers, ask the students to find out the differences between British English and American English.
T: Katy had some problems at first because she didn’t speak American English. But luckily at last she was at home and really happy. In her diary she mentioned some differences between British English and American English. What are they?
S: British say chips while Americans use crisps.
S: The ground floor in British English refers to the first floor in American English.
S: British spell centre instead of center which is American English.
...
T: Good! We’ll learn more about the differences between British English and American English. Now let’s click the following two websites. Let’s find an article on Education in each edition and compare the two editions to find the differences.
Show the following websites on the Bb.
The Guardian (www.guardian.co.uk)
USA Today（www.usatoday.com）
Step III Task
This task will be finished in a computer lab. If the school doesn’t have a computer lab, teacher may download some articles for the students to identify a variety of English. The students are asked to:
1. Look for differences between British and American English.
2. Make a list of differences in spelling and grammar. Teacher may show the differences on the PowerPoint.
Differences
Pronunciation
British English
Vocabulary
Grammar
Spelling
Pronunciation
Step IV Speaking and Writing (WORKBOOK)
Divide the students into groups and deal with the exercises on page 72. When dealing with Exercise 16, let the students try to identify the differences in vocabulary and spelling. When every group finishes their signs, they will show the signs to the rest of the class.
T: Turn to page 72, you will find a menu and an advertisement for a hotel in Exercise 16. Read them and decide if they are American or British.
After a while.
T: Look at the menu, is it American or British?
S: American.
T: How about the advertisement?
S: British.
T: Good. Can you find any difference between them?
S: “Center” in the menu and “centre” in the advertisement mean the same, but they have different spellings. So the two languages are different in spelling.
S: “Sidewalk” and “pavement” also mean the same. That’s the difference in vocabulary.
S: ...
T: Now look at Exercise 17. Read the instruction and write two signs. You are given 6 minutes.
Two sample signs:
American English
Entrance to MacArthur High School.
“the beauty of the school, the air of dignity and honor.”
Entrance into the remodeled Mac Cafeteria
British English
The King’s School
Leading into the main part of the School
Leading to the restaurant
Discussion
Let the students discuss Exercise 18 in different groups and make notes so that they can finish the task in Exercise 19. Everyone is asked to write a postcard to a friend at home. If there is not enough time, they should finish it after class.
Step V Homework
Finish the TASK.
Finish writing the postcard.
Two sample postcards:
Hi, Linda! I’m in Orlando Florida. I’m visiting Disneyland. I am having great fun. But I had some problems. I wasn’t used to their accent. Because I speak British English, when I ordered some chips, I got crisps. When I got to my hotel, I went into the wrong room, because Americans say first floor instead of ground floor. Luckily most of the time we can understand each other. I’m learning some American English.
Write to you tomorrow.
Callum
Hi, Linda! I’m in Shakespearean Village, England. Here I am very delighted to find out many of our quaint expressions developed from their daily life. But I met some problems because I speak American English. When I ordered some chips, the waiter gave me French fries. Here people call chips crisps. Yesterday when I arrived my hotel, I couldn’t find my room, because it is on the ground floor. Later I was told in British English ground floor means first floor. When I said I wanted to see a movie, luckily I was shown to a movie theater, which they call a cinema. Good news people here love my accent very much. They say it is very cute.
Write you tomorrow.
Samantha
American and British English
American and British English are dialects(方言) of English which have a recognized standard form and are equally acceptable in Academic English as long as the style and register (语域)used are appropriately formal. There are no significant differences in the academic form of other varieties of English. These tend to resemble either the American or British form. For example, Australian English generally uses the same spelling as British English.
Differences between British and American English.
Throughout this page, blue is used to denote British English and red to denote American English.
The most noticeable difference in the academic context is in spelling. There are also grammatical differences and vocabulary differences, although relatively few in formal language.
Spelling
In general, both American and British spelling are acceptable, but it is important to be consistent, at least with the use of the same word - theatre or theater, but not both - and in your choice of ize or ise endings as in criticize or criticise, plagiarize or plagiarise. The Cambridge International Dictionary of English gives British, American and Australian English spelling. American spelling tends to reflect pronunciation and British spelling tends to reflect grammatical or historical implications(含义) as well.
However, there may be advantages in using British spelling in certain situations. For instance, two forms: programme and program exist in British English. The former can be a noun referring to television programmes or programmes of events (plans, conferences, a theatre programme etc.). The latter can be a noun referring to computer programs. Both forms can be verbs, but there is no spelling distinction between them except in the infinitive form (as in She learned how to program the computer to calculate the value of the pound against the Euro at twelve hourly intervals) and the present tense. If you wish to make reference to both meanings in your writing, then British English makes a useful reference (meaning) distinction between the two, while American English has only one form program to refer to both.
British English distinguishes between practice (noun) I haven't done my cello practice yet and practise (verb) He practises the cello for ten minutes every morning. However, American English tends to use practice as both a noun and a verb. Students taking Cambridge examinations are advised to adopt the British system as this reflects the underlying(根本的) grammatical (part of speech) distinction.
Grammatical differences
There are few grammatical differences between American and British English that are of concern in Academic Writing. The past participles got and gotten are one of the most obvious differences, but they are rarely used in formal writing. The Euro has got/gotten rid of the currency exchange transactions(交易) which used to be necessary before the single currency was instated(设置) is more likely to be formally expressed as The Euro has abolished the need for currency exchange transactions.
American English accepts the use of the simple past tense with just, already and yet (Did you see him yet?/He just went out?/Did you go there already?) while British English requires the use of the present perfect (Have you seen him yet?/He has just gone out/Have you been there already?) In Academic English, the British form is preferable as the American form tends to be perceived as informal (rather than inaccurate).
Particle differences - Clinton met with the representatives of the Daughters of the Revolution / Clinton met the representatives - are not significant, though British markers may 'correct' the with as it seems informal.
American English can make what British English considers to be uncountable nouns plural, for example technologies. When this occurs with formal, technical vocabulary in a specific context - the new technologies - British English, over time, tends to adopt the same form.
Vocabulary differences
There are many vocabulary differences - flat, pavement, tap, trousers or apartment, sidewalk, faucet, pants, for example. Most cause few problems except where the same word has a different meaning. Pants in British English refers to underwear, for example. It may be wise to check with British friends in case meaning is different in English or in case a particular form does not exist in British English.
In general, the main object in Academic English is to communicate (remember Clarity and Reality particularly here) your message to your reader - probably your tutor or examiner - so bear their understanding and preferences in mind when you make decisions about the most appropriate form to use.
Doreen du Boulay, Sussex Language Institute 1998-2001.
Web version by Matthew Platts.
English for Work and Business (EWB)
(Canadian Business English institute)
The English for Work and Business (EWB) Program is designed for professionals, business people and university students. This program includes 25 hours per week of intensive instruction. Certificate and Diploma programs are available.
Students in this program take three classes each day: Business Oral Skills, Business Writing, and Business Concepts. Although the program uses topics from work and business, the main focus is English.
Business Oral Skills
You will learn a variety of work and business communication skills (meetings, interviews, presentations, telephone calls, negotiations, etc.) and use them with confidence and accuracy. You will also improve your English pronunciation and oral fluency, public speaking and presentation. Your class speeches will be videotaped for review and faster learning.
Business Writing
You will learn to write clearly and accurately for all types of work and business communication (letters, faxes, email, memos, resumes, reports, etc.). You will also improve your grammar and your business English vocabulary. You will use a computer lab for your work and assignments
Business Concepts
You will explore various work and business related concepts (marketing, finance, management, international trade, globalization, etc.), and review the principles of business, cultural differences in international communication, and the use of idiomatic expressions. You will also work on individual and group projects, give presentations, go on business field trips, and work on practical case studies.
The EWB program is available to students ages 19+, and is offered at the intermediate, upper-intermediate and advanced levels.
Historical Background of British and American English
The history of the English language is divided into three periods: The period from 450 to 1150 is known as the Old English. It is described as the period of full inflections(词尾变化), since during most of this period the case ending of the noun, the adjective and the conjugation(结合) of the verb were not weakened. Old English was a highly inflected language. It had a complete system of declensions(变格) with four case and conjugations. So Old English grammar differs from Modern English grammar in these aspects(方面).
The period from 1150 is known as the Middle English period. It is know as the period inflections. This period was marked by important changes in the English language. The Norman Conquest was the cause of these changes. The change of this period had a great effect on both grammar and vocabulary. In this period many Old English words were lost, but thousands of words borrowed from French and Latin appeared in the English vocabulary. In the Middle English period grammatical gender(性) disappeared, grammatical gender was completely replaced by the natural gender.
Modern English period extends from 1500 to the present day. The Early modern English period extends from 1500 to 1700. The chief influence of this time was great humanistic(人文主义的) movement of the Renaissance. The influence of Latin and Greek on English was great. The nineteenth and twentieth centuries are a period of rapid expansion(扩张) for the English vocabulary in the history of the English language.
The development of the English language in America can be separated into three periods: The first period extends from the settlement of Jamestown in 1607 to the end of colonial times. In this period the population in America numbered about four million people, 90 of percent of whom came from Britain. The second period covers the expansion of the original thirteen colonies. This time may be said to close with the Civil War, about 1860. This period was marked by the arrival of the new immigrants(移民) from Ireland and Germany. The third period, since the Civil War, is marked by an important change in the source from which the European immigrants came. They came from northern and southern Europe in large numbers.
As time went on, the English language gradually changed on both sides of the Atlantic. The Americans adopted(接纳) many words from foreign languages and invented large number of new words to meet their various needs.
American English began in the seventeenth century. At the beginning of the 17th century the English language was brought to North American by colonists from English. They used the language spoken in England, that is, Elizabethan English, the language used by Shakespeare, Milton and Banyan. At first the language stayed the same as the language used in Britain, but slowly the language began to change. Sometimes, the English spoken in American changed but sometimes the language spoken in the place stayed the same, while the language in England changed.
Following American independence, famous persons like Thomas Jefferson, John Adams, and Webster began to consider that the country should have a language of its own. English in America has developed a character(特点) of its own, reflecting the life and the physical and social environment of the American people.
Why is English used so widely?
English has become the international language of business and will remain so for a long time. So why exactly has English taken front stage when there are so many other languages spoken by a much greater number of people? The answer lies in the simplicity of the grammatical structure of the English language at its most basic level. Every “thing” in English uses the pronoun “it” and the definite article “the”. In many other languages an object can be masculine (阳性的), feminine (阴性的) or neutral (中性的) and the gender (性) of the object can affect the whole sentence. The same problems apply to adjectives, adverbs and pronunciations. And this is only dealing with European languages which stem from Latin, Greek etc. When one learns Chinese, Japanese, Arabic etc, he can appreciate the difficulty of learning even the most basic structures of these languages.
Of course, there are also political, historical and economical reasons for English being the most widely used language when it comes to modern business, but the fact that it is easy to understand Basic English has to be the most appealing advantage for non-native speakers of English. However, it is the communication between the native English speaker and the non-native English speaker that tends to create the most problems. The reason for this is that the native English speaker tends to slip into colloquial (口语的) speech, slang, idiomatic (包含习语的) language, speak too quickly or have a strong regional accent. But when two or more non-native English speakers communicate in Basic English it usually works out fine because nobody is out to impress and the goal is to simply understand and respond at a simple level. This is not to say that English doesn’t have complexities; in fact at higher levels it can be just as difficult as any other language. But as long as a learner uses the famous K.I.S.S. (Keep It Short and Simple) technique it is definitely the easiest language for global communication.
英国英语与美国英语
现代英语在发展过程之初本来并无英国英语（British English----BrE）和美国英语（American English—AmE）的分野，不过到了20世纪，由于美国开始参与世界事务，至第二次世界大战更充分展示了超强的国力在世界舞台上扮演领导的角色，自然地美国人所讲的英语在世界各地，甚至在英国本土都引起了各界人士的相当程度的注意、讨论和研究。
那么英语自17世纪初期随着英国人向新大陆的殖民潮流入美洲后约四百年间，在新的大环境中起了什么变化而形成了今日的美式英语呢？
根据语言学家的研究其主要原因有下列三项：
（1）旧词新用：那些到了新世界的殖民者为配合新环境的需要而把原用的单词移来指说新的近似事物。例如“corn”，在英国的原义是指“谷物，尤指一个地区的主食谷物，在英国是指小麦（wheat）”。可是当时的英国人在新大陆看到的印地安人的主食谷物并不是小麦，而是玉米（maize），然后他们仍称以“corn”，并在前面加个“Indian”以别于英国的“corn”。这种“Indian corn”的用例最早出现于1697年，后来“Indian”渐渐不用而只用“corn”直指“玉米”。今天我们说“爆玉米”为“pop-corn”，绝对没有人说“pop-Indian-corn”。
（2）就地吸收原住民用语：AmE吸收了不少的印地安原住民的词汇，以动植物名称和地名为多。例如：
地名：Ohio俄亥俄州（原指Ohio河，是beautiful water的意思）；Mississippi密西西比州（原指Mississippi河，是Father of waters的意思）；Kentucky肯塔基州（land of tomorrow的意思），etc．
动物名：moose麋；raccoon 浣熊；skunk 臭鼬；etc．
植物名：hickory 山胡桃；sequoia 美洲杉；squash 南瓜之类；etc．
（3）移民族群母语的交融：新大陆早期的殖民者以及美国建国后入籍美国的移民并非只来自英国，实际上来自欧洲各国和世界各地的移民人数远超出了英国人。这些四面八方来的移民带着他们的母语就地和英语不断地产生交融，这也是构成AmE特征的主因之一。例如：
chop suey杂碎（一种有肉或鸡肉及米饭、洋葱等的美式中国菜，源自广东话，韦氏大字典已正式收录）
Long time no see：好久不见（收录于①NIC's Dictionary of American English Phrases② Essential American Idioms）
有些语言学家在担心BrE与AmE的分野会不会随着时代的演进而越来越扩大。但是自二次世界大战结束经过半世纪以来，由于交通、传播媒体以及信息的快速发达和交流，事实却证明了BrE与AmE也跟着产生交融，彼此之间的差异越来越缩小。例如AmE的“fall（秋天），OK（All right），etc．”今天在英国也很通顺，反过来BrE的“lift（升降机），sweets（糖果），etc．”在美国也没有格格不入的现象（详请参阅第二十四章）。
当今，大陆的英语教学动向仍然停留在以BrE为主的阶段，但是在可预期的将来AmE可能会随着美国人在大陆活动的增加而趋于增强其影响。
英式英语和美式英语的差异
学英文的人有时候会注意到英式英文与美式英文的差异。其实世界上有很多种类的英文，不只英式和美式两种而已。光是在美国境内就有好多种不同的美式英文的方言。如果你在美国波士顿、纽约、迈阿密、达拉斯、洛杉矶等地区待过的话，你会发现这些地方的发音、字汇、甚至于文法，都跟其它地方稍有不同。同样的，在英国你如果待过伦敦、伯明翰、利物浦、爱丁堡、都柏林等地的话，也会发现各城市的差异。
如果你在宴会上同时碰到一位美国人与一位英国人，几分钟之内就可以凭着他们的对话辨认出来。最明显的线索当然就是发音dance、butter、no、bird等等，不仅子音、元音的咬字有差异，就连重音位置也常常不一样。
英语、美语第二项最明显的差异，就是使用的单字。同样的东西，在美国与英国的称呼不一样。以下举一些最常见的例子:
第一个为:American English 美语 第二个为:British English 英语 公寓 apartment flat 洗手间 bathroom/restroom toilet 罐头 can? tin 糖果 candy sweets 洋芋片 chips crisps 饼干 cookie biscuit 玉米 corn maize 对方付费电话 collect call reverse charge call 婴儿床 crib cot 尿布 diaper nappy 电梯 elevator lift 橡皮擦 eraser rubber 一楼 first floor ground floor 手电筒 flashlight torch 薯条 french fries chips 垃圾桶 garbage can dustbin 汽油 gas, gasoline petrol 果酱 jelly jam 汽车的引擎盖 hood bonnet 生气 mad angry 数学 math maths 餐巾、擦嘴巾 napkin serviette 丝袜 panty-hose, pantihose tights 薯片 potato chips crisp 手提包 purse/pocketbook handbag 足球 soccer football 来回票 roundtrip return 人行道 sidewalk pavement 炉子 stove cooker 毛衣 sweater jersey, jumper 卡车 truck lorry 汽车后面的行李箱 trunk boot 假期 vacation holiday
拼字的差异比较小，以下是一些例子：
第一个为:American English 美语 第二个为:British English 英语 考古学 archeology archaeology 目录 catalog catalogue 文明 civilization civilisation 颜色 color colour 马路牙子 curb kerb 抵抗 defense defence 草稿 draft draught 最爱 favorite favourite 荣誉 honor honour 珠宝 jewelry jewllery 组织 organization organisation 练习 practice practise 轮胎 tire tyre?
课件19张PPT。外研版
高二年级 (必修5)
Module 1 Module 1
British and American EnglishCultural cornerNoah Webster
Born: October 16, 1758
Place: Hartford, Connecticut
Died: May 28, 1848
Place: New Haven, ConnecticutDo you know this man?Noah Webster was a truly remarkable man, shrewd, passionate, learned and energetic. He was the author of the first American Dictionary.Read the passage and answer the
questions.
1. What reasons did Webster have for writing an American dictionary?
He wanted to simplify the spelling of English and make it look different from British English.2. Can you see any similarities between Webster’s work and attempts to simplify Chinese?
The work of simplifying Chinese has made it convenient for people to read, understand and use the Chinese language. So has Webster’s work for American people.Read the passage again and fill in the blanks.Noah Webster was a(n) ________ who graduated from Yale University in 1778. He had fought against the British in the American War of Independence when he was young. He thought that ________ English in the newly independent United States should have a(n) ___________ “American” look, so he began working on American English.teacherwrittendistinctive?Noah Webster suggested in his first book?The Elementary Spelling?Book that the spelling of English words should be ___________. The book gained great popularity and became one of the most popular school books ever. Webster's best-known work,?American Dictionary of the English Language?first appeared in ________. simplified1828? ?It quickly became a standard __________ book in the States though the British criticised it. Today, it’s still the number one dictionary for American students.reference?1. Now add some more ideas in favour of your chosen variety.
in favor of 同意，支持
e.g. Are you?in favor of?his opinion??
你会赞成他的意见吗?
She is all?______________________.
她完全赞同我的建议。in favor of?my suggestionLanguage points2. For Americans things are a little bit easier, thanks to the work of Noah Webster, …
thanks to 由于, 因为; 幸亏, 多亏
常位于句首, 表感谢或讽刺。e.g. ____________________, we finished the work ahead of time. 多亏你的帮助, 我们提前完成了任务。
_________________________, the match had been put off. 多亏这倒霉的天气, 比赛推迟了。 Thanks to your helpThanks to the bad weather单词比较：adopt / adaptadopt
采取; 采纳; 吸收; 过继, 收养 (as)
adapt
使适应, 使适合 (to) 改编, 改写 (for)3. Many of the suggestions were quickly adopted.1) After much deliberation, the president decided to ______ her suggestion.
2) The author is going to ______ his play for television.
3) Mr. Kern ________ the orphan as his own son.
4) He tried hard to _____ himself to the new conditions.adoptadaptadoptedadaptI. 用括号内单词的正确形式填空。
1. He was ________ (criticise) for failing to report the accident.
2. This drug can be safely used in ___________ (combine) with other medicines.
3. He tried to ________ (simple) the story for the younger audience.
4. We were shocked by the _____________ (announce) that the mayor was resigning. criticisedcombinationsimplifyannouncementII. 根据汉语意思补全下面句子（每空一词）。
1. 多亏约翰，我们才赢了这场比赛。
________ ________ John, we won the game.
2. 她在对人脑的研究方面最为知名。
She ________ ________ ________ ________
her work on the human brain.
3. 班里的每个人都赞成开舞会。
Everyone in the class was ____ ______ _____
the dancing party.Thanks tois best known forin favour of4. 孩子们通常称这位老教师“李爷爷”。
The children used to ________ ________ that old teacher ________ “Grandpa Li”.
5. 他进来的时候，我已经修理电视机好几个小时了。
When he came in, I had been repairing the TV ____ ____ ________ ____ ________.refer toasfor a couple of hours课件40张PPT。外研版
高二年级 (必修5)
Module 1 Module 1
British and American EnglishIntroductionThere are some differences between British and American English. Most of the differences between British and American English are vocabulary differences and differences in pronunciation and spelling. Lead-inWatch the following videos and find out how British and American English are different. Read the quotations and answer the questions.A We have really everything in common with America nowadays, except of course, language.
---Oscar Wilde,
19th century writerB Within a century British and American English speakers will not be able to understand each other.
---Henry Sweet,
19th century linguistC America and England are two countries divided by a common language.
--George Bernard Shaw, 20th century writerD It doesn’t make much of a difference whether a teacher speaks British or American English.
--Dave Sperling,
founder of Dave’s
ESL Cafe1. What is the topic of the quotations?
The difference between British and American English.
2. Which is the most optimistic?
Dave Sperling.
3. Which is the most pessimistic?
Henry Sweet.4. Which (if any) do you think are funny?
5. Which is good news for students of English?
Dave Sperling.
6. Can you guess which quotations are from British people?
Henry Sweet.Read the emails on page 1 and say
what the writers have in common.The second writer is American.Check the true statements.People from Hong Kong can understand people from Beijing.
2. People from Shanghai sound the same as people from Xi’an. F3. Chinese characters can be understood by all speakers of Chinese.
4. American English is very different from British English.
5. People from Britain can’t understand people from America.FFTReading and speakingRead the titles and the first sentences of each paragraph and find four ways in which British and American English are different.vocabulary
grammar
spelling
pronunciationSkimmingSubject Sentences in parts 1-4.Part 1:The first and most obvious way is in the vocabulary.Sometimes the same word has a slightly different meaning. Part 2:There are a few differences in
grammar. The other two areas in which the two varieties differ are spelling and pronunciation.Part 3:Part 4:Read carefully and find the differences in vocabulary, grammar and spelling.ScanningThe Differences in Vocabulary (Part 1)
automobilesfreewaysgassubwaycab(Part 2)flashlightstand in lineFrench frieschipsThe Differences in Grammar (Part 3)Do you have…?My friend has just arrived.on the team/ weekendWrite to me soon!The Differences in Spelling and Pronunciation (Part 4)centre, colour programmecenter,
color programvariation?? Read part 5 and finish the form. easier??accents? 1. There are ____ differences between American and British varieties of English. A. no B. a few C. lots of Complete the sentences with the correct words or phrases.Detailed reading2. Americans ____ understand what the British are saying. A. sometimes B. usually C. never
3. There are ___ differences between British and American grammar. A. no B. many C. not many4. American spelling is __ British spelling. A. the same way B. simpler than C. harder than
5. For a Londoner, an American accent may be easier to understand than ___. A. a Chinese accent B. some British accents C. a CNN newsreader6. Television and the Internet have made it ___ for the British and Americans to understand each other. A. harder B. easier C. impossibleDecide whether the following statements are True (T) or False (F).
The arrival of the first settlers had an
effect on the American pronunciation.T2. A Londoner can understand a Scotsman more easily than understand a New Yorker.
3. Monita Rajpal grew up speaking three different languages.
4. It is certain that British English will disappear soon.FFT1. How many main varieties of Chinese are there?
2. In what ways are they different?
3. Do Chinese people from different regions have problems understanding each other?
4. What will happen to Chinese in the future?DiscussionPost Reading根据首字母提示填入适当的单词完成课文概括。British and American English are different. The most o______ difference is in the vocabulary. For example, Americans drive down freeways, w_____ the British drive along motorways. Sometimes the same word has a different meaning, which can be c_________.bvioushileonfusing There are differences in grammar, too: c________ the British sentence “Have you got ...?” with the American sentence “Do you have ...?”. P__________ can also be different. Americans say “on the weekend”, while the British say “at the weekend”.
The other variations in the two v_______ of English are spelling and pronunciation. Americans prefer to s_______ spelling.ompare repositions implifyarieties As for pronunciation, although there are differences, a Briton can still understand an American.
Recently, both varieties of English have become more alike. Satellite TV and the Internet let the British and Americans listen to each other at the f____ of a switch, leading to American words and s________ passing into British English. licktructuresHowever, as English is spoken worldwide there may be more than two varieties in the future. But don’t worry. Users of English will still be able to c___________ with each other and understand each other.ommunicate选用方框内合适的单词并用其正确形式填空
（每个单词限用一次）。
1. The instructions are terribly __________. Could you help me with them, please?
2. John came out with a foolish __________ which annoyed his old uncle.confuse, variety, steady, remark, rapidconfusingremark3. The sea was calm, and the wind from the east drove the ships ________ forward.
4. The article was about the different ________ of Spanish spoken in South America.
5. If the human population had not increased so ________, people would have had more space and freedom.confuse, variety, steady, remark, rapidsteadilyvarietiesrapidly1. Give some more examples to show that British and American English are different in the vocabulary.
2. Do you agree to the idea that British English will disappear? Why or why not?Homework 课件43张PPT。外研版
高二年级 (必修5)
Module 1 Module 1
British and American English1. We have really everything in common with America nowadays.
have ... in common (with sb. / sth. ) 和……有共同之处。
e.g. Real friends should have much in
common.
真正的朋友应该有很多相同之处。Language points拓展: in common with 和……一样
Fill in the blanks.
1) The two games _____________________ (没有相同之处).
2) _________________________________ (和其他许多国家一样), Britain has experienced major changes over the last 100 years.In common with many other countrieshave nothing in common 2. It doesn’t make much of a difference whether a teacher speaks British or American English.
make a difference 对……有影响
e.g. It doesn’t make a difference to me
whether you attend the contest or
not.
你参不参加这个竞赛对我来说
都没有什么关系。拓展:
make no / some / much difference
没有 / 有一些 / 有很大影响different adj. 不同的，相异的，
各种各样的
常用的修饰词有：
very much, quite, entirely, totallyFill in the blanks.
1) 这场雨对运动会没有太大影响。
The rain didn’t _____ _____ ________ to the sports meet.
2) 谁赢这场比赛对我来说没有什么区别。
It ______ _____ _ ________ __ ___ who wins the game.doesn’t make a difference to memake much difference 3. Maybe you will prefer to get around the town by taxi or cab.
get around
回避，逃避，绕过某困难
b. 走动
c. (消息)传开，传出去
请把get around在句子中的含义与其相应
的汉语释义配对。1) My father could get around after
the operation.
2) It would take some time for the
news to get around.
3) I think we should not get around most of these problems.abca. 回避，逃避，绕过某困难
b. 走动
c. (消息)传开，传出去Translation:
1) 她拄着拐杖四处走动。
2) 他在事故中遇难的消息迅速传开了。
3) 你规避制度是不对的。She gets around with the help of a stick.
News soon got around that he was killed in the accident.
It’s wrong of you to get around the rules.4. Prepositions, too, can be different: compare on the team, on the weekend (American) with in the team, at the weekend (British).试着总结compare?在句中的含义及用法。
compare vi.
He can’t compare with / to Mozart.
compare 被比较，相比，比得上
后可直接跟介词 ________with / toThis school compares with / to the best in the province.
compare 与……类似/相似
固定搭配：compare with / to ...?比得上……，可与……相媲美
compare vt.
They have compared the two reports carefully.
compare _____________? 后接名词作宾语?比较，对比 Mary began comparing herself with / to the other girls in her class.
固定搭配：?compare ... _________
...?把……和……比较
Shakespeare compared the world to a stage.
compare 把……比作
固定搭配：compare ... to ...with / toIt was a small place then compared with / to what it is now.
compared with / to ...是固定搭配，意为：_____________________。 和……比起来/相比 [拓展]
comparison n.?比较，对比；可比点，相似处；比喻
comparable adj.? 类似的，可比较的
comparative adj.? 比较而言的，相对的；比较的，相比的拓展：by comparison相比之下
by comparison with与……相比
e.g. By comparison with the lively
teenagers, the adults were a
joyless lot.
和活泼的年轻人比起来，成年人
是没有欢乐的群体。Choose the best answer.
The production of grain rose by 25
____ the first three months of last year.
A. comparing to B. compare with
C. compared to D. to compare with根据括号中的汉语提示，完成下列句子。
1) _________________________________?
（这件外套和那件比较一下）, and you will see which is better.
2) __________________________________ (跟她已经有的相比), the new stamps were not very interesting.Compare this coat with / to that one Compared with / to what she had already3) When _____________________________
_________ (比较这两种语言), you should pay special attention to their differences.
4) ______________________（毫无相似之处）?between Beethoven and pop music.
5) I’m afraid my English ______________
____________（比不上她的）.you compare / comparing the twoThere’s no comparison?compares poorlylanguages with / to hers5. The other two areas in which the two varieties differ are spelling and pronunciation.differ vi. 不同，有区别
differ from 不同于……
differ in 在……方面不同
e.g. The story Tom told the police differed from the one he told his mother.
The brothers differ widely in their tastes.differ vi. 不同意，持异议
differ about / on / over sth.
在某事上有分歧；
differ with sb. 与某人有分歧
e.g. I'm sorry to differ with you about /
on / over that.[拓展]
different adj.? 有差异的，不同的；不平常的，与众不同的；分别的，各种的
difference n.? 差别，差异；意见分歧，不和根据汉语意思，完成下列句子。
1)?甚至同一棵树的叶子也彼此不同。
Even the leaves of the same tree _____ ___________________________.
2) 关于抚养孩子的最佳方法人们看法不一。
Opinions ____________________ the best way to ________________.differfrom one another / each other???????differ on / about / overbring up children?3) 她好像每天都穿不同的衣服。
She seems _____________________ every day.
4.?这两组人的主要区别是年龄。
The _______________________ the two groups was age.to wear different clothes?main difference between6. A Londoner has more difficulty understanding a Scotsman from Glasgow than understanding a New Yorker. have
difficultyin doing sth.with sth.做某事有困难e.g. Do you have any difficulty with English? (翻译)
你英语上有困难吗？
The government had great difficulty in persuading people to leave their villages. (翻译)
政府很难说服人们离开他们的村庄。7. While Americans prefer Do you have…?
prefer v. 喜欢
prefer doing 喜欢
e.g. Jack prefers swimming.
prefer to do 宁愿，更喜欢
e.g. I prefer to go out this afternoon.
prefer doing to doing 两者间更喜欢
e.g. He prefers sailing to surfing.
比起冲浪他更喜欢航海。prefer to do rather than do
宁愿……而不……
e.g. He _____________________________.
他宁愿呆着也不愿外出。
prefer doing rather than doing
宁愿……而不……
e.g. She prefers remaining single rather
than having a family. （翻译）
她宁愿单身也不愿组成家庭。prefers to stay rather than go outSentence explanations认真分析下列句子，并补全所缺内容。
1. When the Irish writer George Bernard Shaw made the famous remark that the British and the Americans are two nations divided by a common language, he was obviously thinking about the differences. (P2)分析
a. 这是一个_________句。
b. when引导的是_________从句。
c. that引导的是_______从句，进一步说
明remark的具体内容。
d. divided by a common language是过去
分词短语作__________，修饰nations。主从复合时间状语同位语后置定语2. But it has also led to lots of American words and structures passing into British English, so that some people now believe that British English will disappear. (P3)分析
a. 这是一个主从复合句。主句的结构为：主语（it）+谓语（has led to）+宾语(lots of American words and structures) + ___________（passing into British English）。 宾语补足语d. lead to引起，导致，其中to是介词，后须跟名词、代词或___________。 动词ing形式b. so that引导的是_________从句。
c. that引导的从句作动词_______的宾语。believe结果状语3. However, if you turn on CNN, the American TV network, you find newsreaders and weather forecasters all speaking with different accents — American, British, Australian, and even Spanish. (P3) 分析
a. if 引导的是_________从句。在从句中，the American TV network作CNN的同位语。
b. find sb. doing sth. 发觉/发现某人正在做某事，强调do的动作正在进行。条件状语c. 破折号后的内容作_______，解释说明different accents的具体内容。 同位语I. 用适当的介词填空。
1. The two cars are different ________ shape.
2. I can walk to work instead ________ going by car.
3. Hearing the bad news, her eyes filled up ________ tears.inofwith4. His friends and family were all ________ the other side of the world.
5. I bought some new shoes which are very similar ________ a pair I had before.toonII.? Translation. 我宁愿去看电影也不愿呆在家里 (prefer
to)
2. 你简直无法想象那个女人抚养她的孩子是多么困难。(have difficulty in doing sth.)I prefer to go to the movies rather than stay at home.You can hardly imagine the difficulty the woman had (in) bringing up her children.3. 要是把他俩的工作比较一下, 你就会发
现她做得要好得多。(compare)If you compare her work with his / If you compare their work, you’ll find hers is much better.4. 他们的房子和我们的差不多，只是我
们的花园大一些。(be similar to)Their house is similar to ours, but ours has a bigger garden.6. 乘坐公交车在北京旅行很方便。
(get around)Getting around by bus is convenient in Beijing.5. 毫无疑问，过量的工作和过少的休息
常常会引起疾病。(lead to)There is no doubt that too much work and too little rest often lead to illness.Finish exercises 5, 6,7, 8 on page 68, 69.课件22张PPT。外研版
高二年级 (必修5)
Module 1 Module 1
British and American EnglishSpeaking and Writing Lead-inHow many varieties of English do you know about? What are they?American English
Australian English
British English
Canadian English
Hiberno-English (Irish English)Hong Kong English
Jamaican English
New Zealand English
Singapore English
South African English
World EnglishWhat do you think are the main varieties of English?British EnglishAmerican EnglishWorld EnglishWork in groups. Read the notes and decide which is the best variety of English to learn.The Great Debate: Which English?British English
the “original” variety of the language
the language of Shakespeare and other
great writers
The BBC and many international
newspapers use it.American English
Most native speakers of English use an
American variety.
the variety most used in international
business
Most English language films are
American.World English
neither American nor British
English doesn’t belong to one group of
people. Accent is not important if people
understand each other.
We need to communicate with non-
native speakers as well as native
speakers.Add more ideas in favour of your chosen variety. The Origin of Chinese
What is Chinese?
Varieties of Chinese Read the paragraph in Part 3. Choose the best title.Collect information about the 3 topics and write more paragraphs.1. The Writing System
There are about 50,000 characters in written Chinese, however most people only know about 20,000 of these. Most of these characters have elements of meaning and information about pronunciation. The most widely used system of writing is Putonghua (“common language”), which became the medium of instruction in all schools in 1956, and almost all publications made are using it.2. Varieties of Chinese
There are eight main varieties of Chinese. These are regional, and are often called dialects, although they are very different from each other in pronunciation. There is also another classification, however, which gives two varieties: Wenyan, an ancient literary language, and Baihua, a kind of colloquial language. Putonghua, closely similar to the language spoken in Beijing, has been developed since the late of 1950s. Its development has had the aim of simplifying Chinese.3. The Language Today
Pinyin is a 58-symbol writing system which has been used since 1958. It has the aims of helping everyone to use Putonghua, and to learn the Chinese characters. In the 1970s a new map of China was printed which standardised the place names of very town, city and village.Write a passage.
假设你是李华，最近你在互联网上结识了英国笔友Jimmy，他很想学汉语。请你给他写封电子邮件，介绍一下汉语以及学习汉语的一些方法。
注意：1. 词数120左右（开头语已给出，但不计入总词数）；2. 可适当增加细节，以使行文连贯。HomeworkDear Jimmy,
How are you doing? I am happy that you want to learn Chinese.
常用表达
★ 描述语言的名词及短语：language, development, influence, history, culture, native language, mother tongue, second language等。描述语言的动词及短语：speak, use, learn, understand, listen, speak, study, master, grasp, be used by / in, be regarded as, be considered to be等。
描述语言的形容词及副词：popular, official, international, formal, informal, widely等。★ ... is one of the most popular languages in the world.
... is one of the world’s major languages.
About ... people speak ..., making up ...
... is spoken by ... people.
... is one of the six official languages of the United Nations.
More and more people are beginning to learn ...I’m sure ... will have an even brighter future.
It is easy / difficult to grasp ...课件27张PPT。外研版
高二年级 (必修5)
Module 1 Module 1
British and American EnglishVocabulary and
Listeningexchange studentsThink about problems exchange students have. Number them in order of importance.1
2
4
3
5
6a. understanding the language
b. getting on with people
c. food
d. different school subject and timetable
e. local customs
f. climateCheck your ideas with your partner.Complete the passage with the words in the box.Hello, and welcome to today’s edition of In the air. As you know, every week on this programme we discuss an aspect of the way we (1) ___ now, and today’s topic is the language we (2) _____ ---English. ask exist happen give
live speak talk thinklivespeakSo that’s something which affects us all. The question is, what’s going to(3) ______ to the way we speak English in the future? Are we all going to speak like Americans? Or will British English continue to (4) ____? happenexist ask exist happen give
live speak talk thinkLater on we’re going to (5) ___ you to phone in and (6) ____ your views on the subject, but first we’re going to (7) _____ to two young people, one American, and one British, who have spent time on an educational exchange in the other’s country. We (8) _____ they will have some interesting ideas on the subject. askgivetalkthink ask exist happen give
live speak talk thinkListen to the interviews and answer the questions.While-listeningSamanthaCallumSamanthaCallumSamanthaCallumCallumSamanthaListen again and answer the questions.Which part of the country is Samantha staying in?
The north of England (Leeds in Yorkshire).
2. How long did it take her to understand what people were saying?
Two months.3. What did she notice about the pronunciation of words like dance and bath?
They’re the same as in American English.
4. What is the last question the interviewer asked Samantha?
Do you think you’ll go home speaking with a north of England accent?5. How long did Callum spend in the US?
Ten months.
6. What didn’t he like about the place he stayed in?
The climate (hot and humid). 7. What did he say about the way people spoke?
It was easy to understand; they spoke rather slowly.
8. What did girls like about Callum?
His English accent (it was cute).Complete the sentences with the correct phrases.1. How are you getting on? is a question about ___. A. Samantha’s health B. what Samantha is doingEveryday English 2. I didn’t get what people were saying means ____. A. I didn’t understand it B. I didn’t like it
3. When Samantha got used to the accent she ____. A. began to understand it B. used it when she spoke English4. So far means _____. A. for a long time B. until now
5. That’s a good point means ____. A. what you say is interesting B. I agree with you
6. The girls in Callum’s school made a fuss of him by __. A. laughing at him B. showing a lot of interest in him7. A cute accent is ____. A. horrible B. attractive
8. A couple of means ____. A. two B. two or three
9. If Callum picked up the local accent he ____. A. started to use it B. wasn’t able to use it10. If Callum’s American accent has worn off, it has ___.
A. disappeared B. become very noticeable1. That’s a good point…
point 1) 要点; 中心思想
e.g. He missed the whole point of my
speech. (翻译)
他没弄明白我整个演说的要点。
2) 意义;目的;用途un. (+in/of)
e.g. There is no point in complaining.
抱怨没有任何意义。Language points2. If Callum picked up the local accent…
pick up 通过实践学会(外语、技术
等）
e.g. She soon picked up French when she
went to live in France. （翻译）
她到法国居住后很快就学会了法
语。pick up 举起或抬起某人[某物]; 拿起; 拾起
e.g. He picked up the book from the floor.
他从地板上把书拾了起来。
pick up 见到, 听到(尤指藉助仪器):
e.g. The equipment picked up the
signal from the satellite. （翻译）
这台设备收到了卫星发出的信号。3. If Callum’s American accent has worn off,…
wear off 慢慢消失
e.g. The pain in his back is wearing off.
（翻译）
他背部的疼痛正在慢慢消失。 【拓展】
wear out 使疲惫不堪
e.g. He was worn out by the hard work.
(翻译)
繁重的工作使他疲惫不堪。Do exercises 9-12 on page 69, 70.HomeworkThank you!课件64张PPT。外研版
高二年级 (必修5)
Module 1 Module 1
British and American EnglishVocabularyChoose the British and American words and phrases.apartment autumn elevator fall
first floor flashlight
flat garbage ground floor gas
holiday lift
stand in line lorry pavement petrol queue up rubbish sidewalk torch
truck vacationBritish
EnglishAmerican
EnglishKeys:Rewrite the sentences using
British words.1. We really like going on vacation in the fall.
We like going on holiday in the autumn very much.
2. You don’t need to take the elevator. Our apartment is on the first floor.
You don’t need to use the lift. Our flat is on the ground floor. 3. Did you see that truck come out of the gas station?
Did you see that lorry come out of the
petrol station?
4. Pass me a flashlight, Eddie. I’ve lost my
wallet.
Pass me a torch, Eddie. I’ve lost my
wallet.Grammar:
Review of verb formsComplete the sentences with the correct form of the verbs.All languages ______ over a period of time.
English ___________ very rapidly.
How many people _____ Chinese?
I __________ American English is very different from British English.change develop speak think watch grow studychangeis developingspeakdon’t think5. Millions of people _____ satellite TV
every day.
6. The percentage of non-English web
pages __________.
7. What languages ___ people ______ in
China?
8. What ___ you ________ this year?watchis growingdostudyarestudyingchange develop speak think watch grow study一、一般现在时
1.?表示习惯性的动作，常与always, never, every day, often, sometimes等连用。
e.g. The postman always?_____?(call) at
7:30.calls2.?表示主语的特征、性格或能力。
e.g. Ellen is an honest girl, and you can
trust her.
Jack?________?(write) good English
but?does not speak?well.writes3.?表示不受时间限制的客观存在，如客观真理、格言、科学事实等。
e.g. Facts?speak?louder than words.
Food easily _____ (go) bad in hot
weather.goes4.?在时间和条件状语从句中代替一般将来时。
e.g. Where will you stay when you?get?to
San Francisco?
I’ll pay you double if you?finish?the
work by Friday.5.?表示按规定、计划、安排发生的动作，常用动词有go, come, arrive, leave, start等。
e.g. The flight for Shanghai?
________?(leave) at 8:30 tomorrow
morning.leavesThe father as well as his three children ____ skating on the frozen river every Sunday afternoon in winter.
A. is going B. go
C. goes D. are goingThe wet weather will continue tomorrow when a cold front ____ to arrive.
A. is expected B. is expecting
C. expects D. will be expected“Life is like walking in the snow,” My mother used to say, “because every step ____.”
A. has shown B. is showing
C. shows D. showed二、现在进行时?（构成形式为：am / is / are+动词-ing形式）
1.?表示说话时正在进行的动作或发生的事。
e.g. The children?___________?(make) a
snowman in the yard now.are making2.?表示现阶段正在发生的事，此刻不一定在进行。常用的时间状语有these days, this week, at present等。
e.g. We?______________?for the coming
exam these days.
我们这些天正在为即将到来的考试
做准备。are preparing3.?表示一个按计划即将发生的动作，所用动词多是转移动词，如arrive, come, go, leave, return等。
e.g. The headmaster?______________
Beijing this weekend.
校长这星期要离开去北京了。is leaving?for4.?表示经常性的动作，常与always, forever等连用，表示赞叹、厌烦等情绪。
e.g. David is always?helping?others.
Why are you forever?
asking?questions?— What’s that noise?
— Oh, I forgot to tell you. The new
machine _____.
A. was tested B. will be tested
C. is being tested D. has been testedTeenagers _____ their health because they play computer games too much.
A. have damaged B. are damaging
C. damaged D. will damage Ladies and gentlemen, please fasten your seat belts. The plane _____.
A. takes off B. is taking off
C. has taken off D. took off三、一般将来时
▲其构成形式之一为：shall（第一人称）/ will（所有人称）+动词原形，表示将要发生的事，但这种将来意义常带有说话人的主观态度和看法。
e.g. You?_________?(feel) better after
taking this medicine.
This time next week I?shall / will
be?in Scotland.will feel▲另一种构成形式为：be (am / is / are) going to +动词原形
1.?表示“意图”，即打算将来做某事。
e.g. Are you?going to post?that letter by
airmail?
2.?表示“预见”，即现在已有的迹象表明将要发生某种情况。
e.g. Look! Here come the dark clouds.
_________________. 就要下雨了。It?is going to rain1. The?students?have?been?working?hard?
on?their?lessons?and?their?efforts ______?
success?in?the?end.? (2016北京卷)
A.?rewarded???????????????B.?were?rewarded?
C.?will?reward???????????D.?will?be?rewarded
句意：学生们一直在刻苦学习功课，他们的努力(将来)一定会得到回报。句意可知，回报是将来要发生的事情，应该用将来时；efforts和reward是被动关系，应该使用被动语态。D 2. —Dr. Jackson is not in his office at the
moment.
—All right. I ____ him later. (2015·北京)
A. will call B. have called
C. call D will be calling
句意：—Dr. Jackson现在不在办公室。
—好的，我待会再打给他。由later可知，表示将来要执行的动作，用一般将来时。故选A。A3. As you go through this book, you ________ that each of the millions of people who lived through World War II had a different experience. (2015·湖南)
A. will find B. found
C. had found D. have found
句意：当你通读这本书时，你将会发现成千上万的经历过二战的每个人都有不同的经历。根据句意，判断主语的时态为一般将来时，故选A。A四、现在完成时?（构成形式为：have /
has +动词-ed形式）
1.?表示过去发生的动作对现在有影响，常与already, yet, never, recently, ever等连用。
e.g. They?__________?(spend) nearly a
billion dollars on it already.have spent2.?表示过去已经开始，持续到现在（可能还会继续下去）的动作或状态，常与since, “for +一段时间”, so far, in recent years等连用。
e.g. I?____________?Joanna since she
was in the kindergarten.
从乔安娜上幼儿园起我就认识她
了。have known3.?在时间和条件状语从句中，表示将来某时已经完成的动作。
e.g. Frank will return me the book if
he?has finished?reading it.1. I ____ half?of?the?English?novel, and?I’ll?
try?to?finish?it?at?the?weekend.? (2016北京卷)
A. read?????? B. have?read??????
C. am?reading??????D. will?read?
句意：我已经看完了这本英文小说的一半，周末把另一半看完。发生在过去的动作，对现在产生影响，用现在完成时。“看小说”这一动作发生在过去，到目前为止看了一半，应用完成时。2. Up to now, the program _____ thousands of children who would otherwise have died.
A. would save B. saves
C. had saved D. has saved2. I like these English songs and they ____ many times on the radio.
A. taught B. have taught
C. are taught D. have been taught3. — ____ leave at the end of this
month.
— I don’t think you should do that
until _____ another job.
A. I’m going to; you’d found
B. I’m going to; you’ve found
C. I’ll; you’ll find
D. I’ll; you’d find用括号内所给动词的正确形式完成对话。
Eve:?I ________ (smell) something burning!
Carl:?So ______?(do)?I.?Probably?Ann __________ (iron) upstairs. She usually ________ (iron) while watching TV, and if she ______ (get) very interested in a program she will forget that she __________ (press) a hot iron on to her clothes.?smelldo ??is ironingironsgetsis pressingEve:?That’s too dangerous. ______ she ever ________ (burn) herself ?
Carl:?Yes. Last month she burnt her fingers.
Eve:?That’s too bad. I ________ (go) to ask her to switch the TV off now.Hasburntwill goTranslate the following sentences.
1. 我们见面时我会和你讨论此事。
2. 对不起, 你不能把这本字典拿走。我
正在用它。I’ll discuss this matter with you when we meet.
Sorry, you can’t take the dictionary away. I’m using it.3. 当我完成这本书的时候我会给你写信。I’ll write to you when I have finished the book.Complete the sentences with since and for.1. English grammar has not changed much ____ the time of Shakespeare.
2. The American spelling system has existed ___ about 200 years.
3. I have been studying English ____ I was in primary school.sincesincefor4. We have an American teacher. He has been here ____ January.
5. CNN has been on the air ___ more than 20 years.
6. Monita Raipal has worked for CNN ____ the year 2000.sinceforsince一. 现在完成时既可以与since引导的时
间状语从句连用，又可以与since构
成的短语连用。
1. since作连词，后跟句子，它所表示的时间是“从某一点开始”。若从句谓语为终止性动词，主句的时间则从这一“时刻”算起。 since和fore.g. He has lived here since he lefts
Shanghai.
自从离开上海他一直住在这里。
若从句为延续性或状态性动词，则从其
动作结束“那点”算起。
e.g. It is six years since he was a teacher.
I haven’t heard from her since she
lived there.2. since作介词，后跟表示时间的名词，必须是表示“时间的一点”，不能表示时间的一段。
e.g. He has taught at this school since
1965.
他从1965年就在这所学校任教了。二. 现在完成时与介词for构成的短语连用。
1. 介词for构成的短语，表示时间的长度，
后跟一段时间，不能跟时间的一点。
e.g. We have studied English for two years.
我们学英语已经两年了。
They have known each other for five
years.
他们认识已经有五年了。2. 终止性动词不能与表示一段时间的介词for连用，但它的否定式可与介词for连用。
e.g. I have not received his letter for two
months.
He has had the dictionary for two
weeks. (buy用have代替)
My father has been in the Party for
ten years. (join用be in)Function:
Giving reasons1. I like Leeds because there’s more going on here than back home in the States.
2. Since English is spoken all over the world, there are lots of varieties.Underline the words which introduce
reason.3. As I was the only British person in the
school, they made a fuss of me.
4. I’m getting on just fine, now that I
understand the local accent.1) because语势最强, 用来说明人所不知的原因, 回答why提出的问题, 是句子中的重要部分, 常在句末, 不能用其它三个替换。逗号可加可不加。 e.g. I haven’t been to the cinema lately,
because I am too busy.
我近来没有去看电影因为太忙了。1. because, since, as, for 辨析2) 当原因是显而易见的或已为人们所知, 就用as或 since。since稍正式一些。
e.g. Since /As the weather is so bad, we
have to delay our journey.
既然天气这么糟，我们不得不推迟
旅行。3) 由because引导的从句如果放在句末, 且前面有逗号, 则可以用for来代替。但如果不是说明直接原因, 而是多种情况加以推断, 就只能用for。
e.g. He is absent today, because/for he is ill.
他今天没来，因为他病了。
He must be ill, for he is absent today.
他肯定是病了，因为他今天没来。4) 当because引导的从句与否定的主句连用, 而主句又位于句首时, 之前不用逗号, 因为主句动词否定的是其后的全部内容。为了突出because从句, because前常加上副词, 如: just, only, simply, chiefly等。 e.g. You should not despise a man
just because he is poorly dressed.2. now that 既然，因为，由于
e.g. Now that?I am free, I can enjoy
music for a while.
既然有空，我可以享受一下音乐。
The days are closing in?now that?it
is autumn.由于已是秋天，白昼越来越短了。Which word do we use more often to introduce a reason?
Which expression shows that a situation has changed?
3. Which two words often come at the beginning of a sentence?becausenow thatsince and asAnswer the questions.Complete the sentences with because, since/as or now that.1. It is useful to learn English _________it is spoken all over the world.
2. ________ they see lots of American films, the British are used to American accents.because/asSince/As3. Americans like the British accent _______ they think it is cute.
4. It’s easier to compare British and American English ________ we have the Internet.becausenow that选用括号内合适的内容补全下面句子。
1. When you are home, give me a call to let me know you ___________ (have arrived / arrive) safely.
2. —Do you think Mom and Dad ________ (will be / have been) late?
—No, Swiss Air is usually on time. have arrivedwill be3. Around two o’clock every night, Sue will start talking in her sleep. It somewhat ________ (bothers / bothered) us.
4. Food supplies in the flood-stricken area _______________ (have run out / are running out). We must act immediately before there’s none left.
5. —I’m not finished with my dinner yet.
—Hurry up. Our friends _____________ (are waiting / have waited) for us.bothersare running outare waitingDo exercises 1-4 on page 67.Homework